Description
ABSTRACT
Utilization of Information Communication Technology (ICT) in teaching activities has attracted the attention of many educators. The central problem of this study was to investigate the utilization of ICT in teaching activities in secondary schools in Nakuru East Sub-County, Kenya. The objective of this study was to establish the influence of teacher motivation practices on utilization of ICT in secondary schools in Nakuru East Sub-County, Kenya. The theoretical framework for this study was the Model of Acceptance with Peer Support (MAPS) developed by Skykes (2009) and Unified Theory of Acceptance and Use of Technology (UTAUT). The conceptual framework depicted that utilization of ICT depends on school management practices. Descriptive Survey Design was used for this study. The target population of the study was 469 teachers, 19 principals in Nakuru East sub-county, Kenya. Census sampling was used. 2 principals and 46 teachers were used in the piloting of the instrument. Sample size was 440 Questionnaires with closed-ended items were used to gather data. The instrument was piloted in Nakuru West sub-county and was validated by the supervisors and experts in the area of study. The reliability was tested using test- retest method. Data analysis was done using descriptive and inferential statistics. The finding indicates that teacher motivation practices (β=0.163) significantly influence utilization of ICT in teaching activities. It can be concluded that Teacher Motivation Practices such as rewarding them with certificates for ICT utilization and freedom to develop ICT skills and abilities is vital in enhancing utilization of ICT in teaching activities in learning institutions. The study recommends that the schools management support the teachers by motivating and encouraging them use the ICT resources in teaching.
Key Words: Selected School Management practices Utilization of ICT, Teacher Motivation practices, Public secondary schools.
